DURHAM PUBLIC SCHOOLS 2013-2014
ELA UNIT 4 PLAN FOR GRADE 6 ENGLISH LANGUAGE ARTS
Unit Overview
Quarter: / Unit Title: / Instructional Time: / Depth of Knowledge:
4 / Making Choices…I Have a Voice / 9 Weeks / 1-4
Concept:
Assertiveness
Unit Summary:
In this final unit of sixth grade, students read texts on making choices. In this unit, students explore how all people encounter obstacles in their lives and how the decisions we make to address these challenges influence our futures. Students have studied themes throughout the year such as problem solving, exhibiting courage, embracing heritage, and growing up. They should use their prior knowledge learned in prior thematic units to apply their skills during the last unit of study on “Making Choices.”
North Carolina Information and Technology Essential Standards: (These are integrated within the Common Core Standards by threading them within your lessons)
6.SI.1.1 Analyze resources in terms of their reliability (which can be determined by currency, credibility, or authority, depending on the topic or purpose)
6.SI.1.2 Analyze content for relevance to the assigned task.
6.TT.1.1 Select appropriate technology tools to gather data and information (e.g., Web-based resources, ebooks, online communication tools, etc.).
6.TT.1.2 Select appropriate technology tools to organize data and information (e.g., word processor, database, spreadsheet, graphic organizer, audio and visual recording, online collaboration tools, etc.).
6.TT.1.3 Select appropriate technology tools to present data and information effectively (multimedia, audio and visual recording, online collaboration tools, etc.).
6.SE.1.1 Apply ethical behavior (copyright, not plagiarizing, proper netiquette) when using resources.
Common Core State Standards: (Become familiar with these standards & learn them so you can deliver instruction that meets the expectations of the Common Core Standards which is how students are assessed)
Standard / Long-term Learning Target
RL.6.7
Compare and contrast the experience of readinga story, drama, or poem to listening to or viewing an audio, video, or live version of the text,including contrasting what they “see” and “hear” when reading the text to what they perceive when they listen or watch. / I can compare and contrast multi-media (i.e. text, audio, still images, animation, video, or interactivity content) resources with a written text.
I can compare and contrast what I “see and hear” in a text with what I think about when I listen to or watch a production.
I can compare & contrast the experience of reading a story, drama, or poem to listening to or viewing an audio, video, or live version of the text.
RL.6.9
Compare and contrast textsin different formsor genres (e.g., stories and poems; historical novels and fantasy stories) in terms of their approaches to similar themes and topics. / I understand the compare/contrast structure in texts and in my thinking.
I can recognize a variety of text forms and genres
I understand how themes are developed
I can identify the topic of a text.
I can compare and contrast texts of different genres in terms of their approaches to similar themes or topics.
RL.6.10
By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6–8text complexity band proficiently,with scaffolding as needed at the high end of the range. / I can read various types of “self-selected” and “teacher selected” literature.
I can use resources to scaffold my understanding of what I read.
I can read various forms of literature fluently.
I can show my comprehension of various forms of literary text.
I can read independently and comprehend complex texts.
I can monitor my understanding of what I read and use strategies to help me understand when I have trouble.
RI.6.7
Integrateinformation presented in different media or formats (e.g., visually, quantitatively) as well as in words todevelop a coherent understanding of a topic or issue. / I can integrate information from many different formats and media sources.
I can summarize information
I can understand of a topic or issue that I read about.
I can compare and contrast multi-media resources to a written text.
I can contrast what I “see and hear” in a text with other multi-media sources
RI.6.9
Compare and contrast one author’s presentation of events with that of another(e.g., a memoir written by and a biography on the same person). / I can compare and contrast texts in different genres in terms of their approaches to similar themes or topics.
I can explore text to text connections from different authors’ perspectives.
I can compare & contrast differing presentations of the same event or information.
RI.6.10
By the end of the year, read and comprehend literarynonfictionin thegrades 6–8text complexity band proficiently,with scaffoldingas needed at the high end of the range. / I can read various types of “self-selected” and “teacher selected” non-fiction.
I can use resources to scaffold my understanding of what I read.
I can read various forms of non-fiction fluently.
I can show my comprehension of various forms of non-fiction text.
I can read independently and comprehend complex non-fiction texts.
I can monitor my understanding of what I read and use strategies to help me understand when I have trouble.
W.6.2
Write informative/ explanatory texts to examine a topic and convey ideas,concepts, and informationthrough the selection, organization, and analysis of relevant content.
a.  Introduce a topic;organize ideas, concepts, and information, using strategiessuch as definition,classification, comparison/contrast, and cause/effect; include formatting (e.g., headings),graphics(e.g., charts, tables), and multimedia when useful to aiding comprehension.
b.  Develop the topic withrelevantfacts, definitions, concrete details, quotations, or other information and examples.
c.  Use appropriate transitions to clarify the relationships among ideas and concepts.
d.  Use precise language and domain-specific vocabulary to inform about or explain the topic.
e.  Establish and maintain a formal style.
f.  Provide a concluding statement or section that follows from the information or explanation presented. / I can convey information accurately.
I can introduce a topic and organize the information using strategies to accurately present the information. (data, charts, graphs, quotes, definitions)
I can develop a topic using relevant facts, examples, quotations, and concrete details.
I can identify formal styles and structures of writing such as: classification, definitions, compare/contrast, cause/effect.
I can include formatting (headings), graphics (charts/tables), and multimedia to aid comprehension.
I can develop a topic with relevant facts, definitions, concrete details, quotes, and examples.
I can use transitions to explain relationships and support ideas and concepts.
I can use academic and content specific vocabulary to explain the topic.
I can provide an effective concluding statement that correlates with the information presented.
I can write an informative/explanatory text to examine a topic, convey ideas, convey concepts, and information.
SL.6.3
Delineatea speaker’s argument and specific claims,distinguishing claims that are supported by reasons and evidence from claims that are not. / I can identify claims and arguments in what I read and/or hear.
I can recognize evidence that supports an author’s claim.
I can identify specific claims that are supported by evidence
I can identify arguments that are logical and within reason.
I can identify when a claim or evidence in unreasonable.
I can recognize claims that are poorly supported.
L.6.5
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., stingy, scrimping, economical, unwasteful, thrifty). / I can identify the explicit/direct meaning of a word (denotation).
I can identify the secondary or implied meaning of a word (connotation).
I will identify nuances in the text, and distinguish between words with similar meanings and definitions
Unit Essential Questions: (These are broad questions that help teachers and students understand why and how we are exploring the concept. You post these and they can change as you maneuver through the quarter.)
·  What does it mean to be assertive?
·  Who is responsible for your future?
·  How do the decisions you make today shape your future?
·  How do your interactions with other people shape your life and theirs?
·  What strategies do people use to make informed decisions?
·  What kinds of decisions do sixth grade students have to make?
·  How do we know whether a good decision has been made?
·  What impact do our choices have?
·  What are we willing to give up in order to gain what we think we need?
Unit Enduring Understandings: (This is where students make personal connections to the wonderful world of literature, writing, art, speaking, visualizations, computing…)
·  The choices you make today will impact your life and sometimes the lives of others.
·  Making wise choices requires a thoughtful process.
·  Critical thinking is essential for making informed decisions.
·  Problem solving, drawing conclusions and critical thinking are essential for making informed decisions and generating original ideas.
·  Learning about ourselves and others allows us to make informed decisions in a global society.
·  Authors select evidence and examples carefully to support the claim they are making.
·  People look for evidence in their lives to support the conclusions they draw.
Tier 3 Vocab
academic vocabulary
argument
claim / connotation
content/domain-specific
vocabulary
/ expository
fluency
formal style
/ formatting
genres
non-fiction
/ thesis statement
Tier 2 Vocab
analysis
association
classification
compare
comprehension
/ contrast
delineate
difference
elaboration
experience
explanation
/ fact
heading
information
issue
media format
negative
/ neutral
opinion
organization
perception
perspective
positive
/ reason, detail, fact
relevant content
selection
similarities
synthesize
topic
Trans-disciplinary Connections: This is where we can connect our literature selections to science, social studies, math and any subject matter. It is a good idea to familiarize yourself with the concept units the other subjects are teaching so you can collaborate with your teammates and/or connect your lessons to that of which the students are learning in their other classes.
Career Pathway: Business, Management, Marketing and Technology: When applying a decision-making model, students can consider occupations such as city manager, store manager, and office manager.
Science: When studying decision making, students can consider ethical issues posed by new advances in science, e.g., genetic engineering and prolonging life.nTeens and Decision Making Article: http://www.scholastic.com/headsup/pdfs/nida6_ins4_student_mag.pdf
Social Studies: Students can compare ways that decisions are made in various cultures.
Music: “My Dilemma” by Selena Gomez http://www.directlyrics.com/selena-gomez-my-dilemma-lyrics.html
Media:
The Choices and Your Brain http://app.discoveryeducation.com/player/view/assetGuid/4174E36D-846A-4C0A-A95B-7A4ECBA387CE
Choice Making: http://app.discoveryeducation.com/player/view/assetGuid/ADB16DBF-0202-45D6-A5B5-08EEA28AA643
The Safest Choice: http://app.discoveryeducation.com/player/view/assetGuid/8CCD44A7-EBDB-48C4-ADBE-4F86941474DD
Choices http://app.discoveryeducation.com/player/view/assetGuid/B08E1F9E-F339-4254-A0AA-70F4A3B492AD
Choices and Consequences for the Future: http://app.discoveryeducation.com/player/view/assetGuid/5F1E2271-885A-4D63-8EC3-731DC404CE9A
Making Educated and Responsible Choices http://app.discoveryeducation.com/player/view/assetGuid/C048AEF7-4F6A-417D-999E-F2937F38E472
Evidence of Learning (Formative Assessment): / Summative Assessment:
·  Pre Assessment of unit standards
·  Journal Responses or Graphic Organizers
·  Use of text organization: Story Map, Author’s Key Ideas
·  Difficult Vocabulary: Concept and Semantic Maps
·  Connecting Prior Knowledge: K-W-L Charts, Respond and Write it Down and Connections Charts
·  Exit Slips (example: turning the objective into a question)
·  Writing Samples (from rough draft to final writing) / ·  Final responses to essential questions.
·  DPS Cumulative Assessment
·  End of Course Assessments
·  State Mandated Assessments
Unpacked Document
http://ccss.tcoe.org/content/public/doc/tcoe_ela_Templates_06.pdf
Week / Focus / Learning Activities
1-2 / Hard Choices / *Conduct Mini-Lesson (10 Minutes) on Language/Grammar/Vocabulary Review using “Use It Don’t Lose It” throughout the week*
Write the following quote on the Board “Life is the sum of all your choices” ~Albert Camus and use the strategy “Think-Pair-Share” to ask students to share what the quote means to them. After giving students time to reflect tell students we are going to conclude our year with a unit on “Making Choices” Students have studied themes throughout the year such as problem solving, exhibiting courage, embracing heritage, growing up, and should use their prior knowledge of these units to apply their skills in “Making Choices.”
The activities in this unit will return to the following fundamental questions throughout the unit:
a.  What are we willing to give up in order to gain what we think we need?
b.  How do we solve problems?
c.  What impact do our choices have?
Continually return to the unit questions about making choices and allow students to relate what they have read to the guiding questions. For example: What have we learned from the characters of the featured short stories about making choices?
Begin the unit by considering what choices really are and what choices we have or think we have. To activate prior knowledge ask students to do a quick write about time when they had to make a hard choice. Ask students to write what choice they made and how their choice impacted their lives or others? Once students have finished writing their responses have them share their quick write with a partner. As one partner shares the story the other listens and then offers advice as to whether they believe he or she made the right choice or if there could have been another alternative. After students have shared with their partner one or two students may wish to share their experiences with the whole class.
Dilemmas
·  Throughout week of one of this unit students will examine characters that had to make hard choices. To engage students in the unit Play 1 or 2 of the short clips from “Wing Clips” below and engage students in a Think-Pair-Share asking the following questions
a.  Identify the choice featured in the clip. Why is this a hard choice and for whom is it a hard choice?
b.  What is the final decision?
c.  What do you think are some of the consequences of the featured decisions? Categorize the consequences into positive and negative impact.
·  After you have finished watching the clip(s), have students in pairs analyze what they wrote for each movie and identify some commonalities. Discuss with students how each clip involves making hard choices and then elicit class input to discern the context and background of each. (This activity can be adapted for learning centers—have small groups view the clips and engage in analysis; then facilitate whole-class discussion.) An easy application is for students to connect with each clip and consider what they would do if they were the decision-maker, but a better analysis is to have students glean evidence directly from the clip to explain why this decision was complicated for the character and analyze how the decision will impact other people and circumstances featured in the clip. (Example: In “Finding Money” students could share if they would take the money or not, but a better literary activity is for them to analyze the stances of each of the three featured characters, infer the context for each of them, and then predict the positive and negative outcomes.)